Test bank for organic chemistry principles and mechanisms 2nd edition joel karty

W W Norton & Company has been independent since its founding in 1923, when William Warder Norton and Mary D. Herter Norton first published lectures delivered at the People’s Institute, the adult education division of New York City’s Cooper Union. The firm soon expanded its program beyond the Institute, publishing books by celebrated academics from America and abroad. By midcentury, the two major pillars of Norton’s publishing program trade books and college texts were firmly established In the 1950s, the Norton family transferred control of the company to its employees, and today with a staff of four hundred and a comparable number of trade, college, and professionaltitles published each year W W Norton& Companystands as the largest and oldest publishinghouse owned whollyby its employees

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PREFACE

When was the last time you were pleased with the consistency and quality of the assessment supplements that come with introductory texts? If you are like most professors, you probably find that these assessment packages do not always meet your needs. To address this issue, Norton has collaborated with Valerie Shute (Florida State University) and Diego Zapata-Rivera (Educational Testing Services) to develop a methodology for delivering high-quality, valid, and reliable assessment supplements through our Test Banks and extensive suite of support materials

WHY A NEW APPROACH?

In evaluatingthe test banks that accompanyintroductorytexts, we found four substantiveproblemareas associated with the questions:

1 Test questions were misclassified in terms of type and difficulty

2 The prevalence of low-level and factual questions misrepresentedthe goals of the course.

3 Topics were unevenlydistributed:Trivial topics were tested via multiple items, while important concepts were not tested at all.

4. Links to course topics were too general, thus preventingdiagnostic use of the iteminformation.

STUDENT COMPETENCIESAND EVIDENCE-CENTERED DESIGN

We first conducted a focus group with the brightest minds in educational testing to create a new model for assessment. A good assessment tool needs to do several things: (a) define what students need to know and the level of knowledge and skills expected; (b) include test items that assess the material to be learned at the appropriate level; and (c) enable instructors to accurately judge students’ mastery of the material based on the assessment outcomes in terms of what they know, what they don’t know, and the depth of their knowledge Accurate assessmentsof student masteryallowinstructorsto focus on areas where students need the most help in learning.

HOW DOES IT WORK?

For each chapter, the learningobjectives that students could be expected to master by reading the text are listed The questions are identified as remembering, understanding, applying, analyzing, evaluating, and creating This classification is patterned after Bloom’s taxonomy of educational objectives. Bloom listed six levels of learning: knowledge (information), comprehension, application, analysis, synthesis, and evaluation. Questions are also posed at three difficulty levels: easy, medium, and difficult. By asking students questions that vary in both type and level of difficulty, instructors can gather different types of evidence, which will allow them to more effectively assess how well students understand specific concepts

Six Question Types (classified according to Bloom’s taxonomy):

1 Remembering questions Test declarative knowledge, including textbook definitions and relationships between two or more pieces of information Can students recall or remember the informationin the same formit was learned?

2 Understanding questions Pose problems in a context different from the one in which the material was learned, requiring students to draw from their declarative and/or procedural understanding of important concepts. Can students explain ideas or concepts?

3 Applying questions Ask students to draw from their prior experience and use critical-thinking skills to engage in qualitative reasoning about the real world Can students use learned informationin another task or situation?

4 Analyzing questions Test students’ ability to break down information and see how different elements relate to each other and to the

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